Understanding the pedagogic discourse of assessment in Physical Education

Abstract

In recent years, various scholars have expounded on the notable pedagogic work that assessment plays in educational contexts, describing its capacity to convey powerful messages on the valued aspect of education knowledge, impacting upon how and what students learn in these contexts. However, not many studies have sought to gain an insight into what and how discourses are reproduced or produced in the classroom through assessment, or the pedagogic consequences that may arise. The pilot study presented in this article provided some insights into the aforementioned issues in the field of Physical Education (PE) at the middle and senior phases of learning in Queensland schools. The findings show that the messages that were transmitted and acquired through assessment may not be in alignment with the official intended discourse, and that systemic accountability mechanisms not only influence the rigour of assessment that is conducted in PE, but also influence the consistency of teachers' and students' awareness of the valued elements of subject matter.